The Effectivity Study: Implementation of the Physics e-Module with PjBL-STEM Model to Describe Students' Creative Thinking Skills and Learning Motivation Profile

N. R. Millen, Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Indonesia
S. Supahar, Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Indonesia


This research focuses on developing and implementing the Physics e-Module PjBL-STEM Model to improve the creative thinking skills and learning motivation of grade X students in straight-motion topics discussion. The purpose of this development research is to 1) Produce a feasible Physics e-Module PjBL-STEM Model. 2) Knowing the effectiveness of the implementation of the Physics e-Module PjBL-STEM Model in order to improve students' creative thinking skills and learning motivation. 3) Describe the students' creative thinking skills and learning motivation profile. The e-module development procedure in this study adapted the Research and Development (R&D) method using the ADDIE model developed by Dick and Carry (1996). The subjects of this study were first-grade high school students who used the 2013 curriculum at a school in the city of Yogyakarta. The results of the study show that: 1) The Physics e-Module PjBL-STEM Model is feasible to use in physics learning based on the assessment of experts and practitioners. 2) Implementation of the Physics E-Module PjBL-STEM Model is effective in increasing students' creative thinking skills by 85% and students' learning motivation by 68% which is in the good category. 3) The students' creative thinking ability profile was 54.16%, while the students' learning motivation was 60.41%. Both have average and above-average values. Students with the ability to think creatively and have the motivation to learn above the average are most students who use the Physics e-Module PjBL-STEM Model in physics learning.


E-Module, PjBL-STEM, Creative Thinking Skills, Learning Motivation

Full Text:



Afandi, Sajidan, Akhyar, M., & Suryani, N. (2019). Development frameworks of the Indonesian Partnership 21st-Century Skills Standards For Prospective Science Teachers: A Delphi Study. Jurnal Pendidikan IPA Indonesia, 8(1), 89-100. Retrieved from

Afriana, J., Permanasari, A., & Fitriani, A. (2016). Penerapan Project Based Learning Terintegrasi STEM untuk meningkatkan Literasi Sains Siswa Ditinjau Dari Gender. Jurnal Inovasi Pendidikan IPA, 2(2), 202-212. Retrieved from

Astalini, A., Darmaji, D., Kurniawan, W., Anwar, K., & Kurniawan, D. A. (2019). E-Module Based Problem Solving in Basic Physics Practicum for Science Process Skills. International Journal of Interactive Mobile Technologies (IJIM), 13(9), 21-38. Retrieved from

Baran, M., Baran, M., Karakoyun, F., & Maskan, A. (2021). The Influence of Project-Based STEM (PjbL-STEM) Applications on the Development of 21st-Century Skills. Journal of Turkish Science Education, 18(4), 798-815. Retrieved from

Bao, L., & Koenig, K. (2019). Physics Education Research For 21st-Century Learning. Discip Interdscip Sci Educ Res, 1 (2), 1-12. Retrieved from

Bashooir, K., & Supahar. (2018). Validitas dan Reliabilitas Instrumen Asesmen Kinerja Literasi Sains Pelajaran Fisika Berbasis STEM. Jurnal Penelitian dan Evaluasi Pendidikan, 22(2), 219-230. Retrieved from

Chiappetta, E. L., & Koballa, T. R. (2010). Science Instruction in the Middle and Secondary Schools 7th edition. In Pearson Education.

Dick and Carey. (2009). The Systematic Design of Instruction. Upper Saddle River, NJ: Merrill.

Harahap, N. R., Ompusunggu, E., Marpaung, N., & Pulungan, S. E. (2020). Penerapan Model Project Based Learning (PjBL) Terhadap Kreativitas Siswa pada Materi. Jurnal Inovasi Pembelajaran Fisika, 8(2), 58–63. Retrieved from

Jauhariyyah, F. R., Suwono, H., & Ibrohim. (2017). Science, Technology, Engineering and Mathematics Project Based Learning (STEM-PjBL) pada Pembelajaran Sains. Prosiding Seminar Pendidikan IPA Pascasarjana UM, 2.

Mundilarto. (2012). Penilaian Hasil Belajar Fisika. Yogyakarta: UNY Press.

OECD. (2019). PISA 2021 Creative Thinking Framework. OECD, 53(9), 1689–1699. Retrieved from

Pebriana, I. (2021). Physics Project-Based Learning E-Module Based on STEM to Enhance Students’ Creative Thinking Skills and Motivation to Learn. The 8th International Seminar on Science Education. Retrieved from

Putri, M. A. N., Krisnaningsih, E., Suprapro, N., Deta, U. A., & Dwikoranto, D. (2021). Project-Based Learning (PjBL)-STEM: Bibliometric Analysis and Research Trends (2016-2020). Berkala Ilmiah Pendidikan Fisika, 9(3), 368-380. Retrieved from

Purwaningsih, E., Sari, S. P., Sari, A. M., & Suryadi, A. (2020). The effect of STEM-PJBL and Discovery Learning on Improving Students’ Problem-Solving Skills of the Impulse and Momentum Topic. Jurnal Pendidikan IPA Indonesia, 9(4), 465-476. Retrieved from

Prasetyo, D., Marianti, A., & Alimah, S. (2021). Improvement of Students’ Science Literacy Skills Using STEM-Based E Modules. Journal of Innovative Science Education, 10(2), 216–221. Retrieved from

Reddy, P., Sharma, B., & Chaudhary, K. (2020). Digital literacy: A Review of literature. International Journal of Technoethics, 11(2), 65-94. Retrieved from

Syahiddah, D. S., A.P, P. D., & Supriadi, B. (2021). Pengembangan E-Modul Fisika Berbasis STEM (Science, Technology, Engineering, and Mathematics) Pada Materi Bunyi. Jurnal Literasi Pendidikan Fisika, 2(1), 1–8. Retrieved from

Triana, D., Anggraito, Y. U., & Ridlo, S. (2020). Effectiveness of Environmental Change Learning Tools Based on STEM-PjBL towards 4C Skills of Students. Journal of Innovative Science Education, 9(2), 181–187. Retrieved from

Valarmathi, K. E. (2011). MLA (6th Edition) Valarmathi. K. E. Journal of of Technology for ELT, 1(2). Retrieved from .

Yuliansih, E. (2021). The Influence of Learning Media and Learning Interests on Student Learning Outcomes. Jurnal Penelitian Guru Indonesia, 6(2), 411-417. Retrieved from



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Based on a work at

Accepted and published papers will be freely accessed in this website and the following abstracting & indexing databases:




This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.